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The Case Method: Art and Skill

The Case Method: Art and Skill. Narrative storytelling for interactive learning February 7, 2012 MDP Summit , Bangladesh. Types of case study. Best practices Social welfare case Academic product * “ Teaching ” case *. Educating professionals across disciplines.

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The Case Method: Art and Skill

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  1. The Case Method:Art and Skill Narrative storytelling for interactive learning February 7, 2012 MDP Summit, Bangladesh

  2. Types of case study • Best practices • Social welfare case • Academic product • * “Teaching” case *

  3. Educating professionals across disciplines Harvard Law School (1880s) Harvard Business School (1920s) Kennedy School of Government (1950s) Harvard Medical School (1990s) Journalism, education, public health etc.

  4. Why cases? • Beyond the practical basics: using the tools • Build skills of critical thinking and judgment • Encourage students to think for themselves • Vicarious real world experience

  5. What a “teaching” case is • Vehicle for classroom discussion • Tells a real story, about real people • Stops at a decision point • Presents at least two equally compelling potential courses of action • Original research into decisionmaking process • Neutral narrator

  6. What a “teaching” case does • Describes situation in sufficient detail to put readers in shoes of protagonist • Leaves to students hard work of deciding what to do next • Describes situation, does not prescribe solution • Reflects reality: never enough information, time, resources

  7. What a case class is • Participatory, interactive • Based on discussion, not lecture • Focuses on learning rather than teaching • Instructor is guide, not expert • Experiential, eg long lasting

  8. What a case class does • Learning on 3 levels: knowledge, skills, self • Case subject matter • Practice critical thinking skills, judgment • Builds skills of negotiation, public speaking, teamwork • Gives students chance to discover own preconceptions • Invests students in their own learning • Demonstrates world is gray, not black & white

  9. 3 levels of learning:(2) critical thinking • analysis • diagnosis • anticipate consequences • prescription • defend position = JUDGMENT

  10. The case teacher • “The discussion teacher is planner, host, moderator, devil’s advocate, fellow student and judge—a potentially confusing set of roles.” -- C. Roland Christensen, in Education for Judgment

  11. The case teacher • Poses a key opening question • Speaks 15% of time (ideally!) • Guides group discussion • Plays devil’s advocate • Has a “learning plan” for the discussion (less is more) • Establishes culture of respect

  12. Student comments • “By far the best learning method I've used.” • “For once, we actually thought in class. It's such a nice change from PowerPoint learning. I loved it.” • “This case study was so useful, to me, because it introduced a conflict that I could ACTUALLY see one of us encountering in our own professional lives.”

  13. Faculty comments • “I found that this case allowed us to go deep on a number of tactical and strategic … lessons that would otherwise be hard to teach.” • “I'm finding that the cases are working well. They are certainly engaging and it is so much better to work on real-life cases than on hypotheticals.”

  14. Case focus: leadership, management, ethics Sample topic/case incidents: • Topic: public health policy on incarcerated elderly • Case: Should a California public health doctor recommend that a prisoner with heart and lung disease apply for medical parole? • Topic: challenges of combatting environmental illness • Case: How should doctors running the BEST arsenicosis clinical trial in Laksam, Bangladesh respond to local press attacks? • Topic: food security in East Timor • Case:How do policy advisors to the prime minister implement a problematic rice production policy?

  15. Case questions cont. • Topic: the meaning of “balanced” in science reporting • Case: How can a Milwaukee Journal Sentinel reporting team responsibly inform readers whether bisophenol A is safe or not? • Topic: keeping national politics out of the newsroom • Case: How should the Daily Nation (Nairobi) managing editor handle hostility and suspicion among reporters following contested elections? • Topic: delivering humanitarian aid to lawless areas • Case: How can the OCHA-Somalia director in Nairobi get aid into Somalia without losing lives and/or supplies?

  16. Sample case topic areas • Public health policy • Investigative reporting • Public/government policy • Crisis management • Ethics • International relations • Strategic management

  17. Contact us • Case Consortium @ Columbiahttps://casestudies.jrn.columbia.edu • Email: klundberg@columbia.edu • Phone: 212-854-8398 or 212-854-6306 • Mail: 2950 Broadway, NYC 10027

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